Journal of English Education and Teaching (JEET)Vol.2.No.1.

2018 Page 1 of 85

MODEL OF COMMUNICATIVE ENGLISH SYLLABUS FOR STUDENTS

OF HOTEL DEPARTMENT AT SMK N 7 BENGKULU

Ayu Anisa Sartika

University of Bengkulu,
ayuanisasartika77@gmail.com

Hilda Puspita
University of Bengkulu,
puspitahilda@gmail.com

Imranuddin
University of Bengkulu,
imranulama@gmail.com

Abstract
This study was designed as a developmental research which was aimed at designing
communicative English syllabus for students of Hotel Department at SMK N 7
Bengkulu. The researcher used needs analysis to find out the students’ needs of
English. The instrument used was a set questionnaire items to collect the data. The
population of this study was students and English teachers at SMK N 7 Bengkulu and
hotel staff of Nala Seaside Hotel Bengkulu as well. The samples of this study were
selected with two techniques sampling. The first technique sampling was random
sampling for 80 students. The second technique sampling was total sampling for 3
English teachers and 12 hotel staff. The result of the study showed that listening skill
gained 94%, speaking skill gained 91%, reading skill gained 74%, and writing skill
gained 68%. From the result of data analysis, a syllabus was designed based on
communicative approach and it had been tried out for three times.

Key words: syllabus development, communicative English syllabus

Abstrak
Penelitian ini merupakan penelitian pengembangan yang bertujuan untuk merancang
silabus bahasa Inggris berbasis pendekatan komunikatif yang ditujukan untuk siswa
perhotelan di SMK N 7 Bengkulu. Analisis kebutuhan digunakan dalam penelitian
untuk mengetahui kebutuhan berbahasa Inggris siswa perhotelan. Instrumen yang
digunakan adalah kuesioner. Populasi penelitian adalah siswa dan guru bahasa Inggris
di SMK N 7 Bengkulu serta staf hotel Nala Seaside Hotel Bengkulu. Sampel
penelitian menggunakan dua teknik sampling. Teknik sampling yang pertama
menggunakan random sampling untuk 80 siswa. Sampel teknik kedua menggunakan
total sampling untuk 3 guru bahasa Inggris dan 12 staff hotel. Hasil data analisis
menunjukkan bahwa listening skill mencapai 94%, speaking skill mencapai 91%,
reading skill mencapai 74%, dan writing skill mencapai 68%. Berdasarkan hasil data
analisis, peneliti mendesain silabus berbasis pendekatan komunikatif yang sudah diuji
coba ke siswa perhotelan di SMK N 7 Bengkulu.

Kata kunci: pengembangan silabus, silabus Bahasa Inggris berbasis komunikatif

 Journal of English Education and Teaching (JEET)Vol.2.No.1.2018
INTRODUCTION
The development of tourism industry in
Indonesia has increased rapidly.
According to Central Bureau of Statistic,
the number of tourist arrivals in
Indonesia reached 8.8 million people in
2014 and compared with that in 2015, it
grew by 9.4 percent. This high number of
tourist arrivals influences the growth
number of hotel in Indonesia. It means
that the work forces who work in hotel’s
field play an important role to maintain
the hotel qualities in Indonesia especially
in service.
English becomes really important for
the work forces of tourism industry,
especially for those who work in hotel
field because they use English to
communicate with foreign tourists from
all over the world. From that reason, the
government builds vocational school as a
formal education for the students who are
expected to be professional hotel staff
and master English after they finish their
study.
Building vocational knowledge and
skills is one of the goals that students of
vocational school have to envision. This
has a significance implication for English
language programs, which provide to
differing needs of diverse groups of
vocational students. In response to this,
Vogt and Kantelinen (2013) states that
vocationally oriented language learning
programs aims to provide students with
an English course integrated with
vocational content.
In a course of vocational school
especially for hotel program, English is
taught to give students the
communicative use. They need certain
English that called English for Specific
Purpose. In English subject for Specific
Purposes, the students require English
related to their future jobs. However, that
statement will not work on successfully
without a good syllabus because it helps
teachers to make learning activity
becomes successful. A syllabus becomes
Page 2 of 85
a clear guideline for a teacher to make a
lesson. It describes the progress of
teaching and learning activity. In addition,
Hutchinson and Waters (1987) say that a
syllabus does not only show the teachers
and students their learning destination but
also how they can reach their goal.
Having a syllabus in fact, is something
unavoidable for teachers.
However, Hotel Department students
need English syllabus that can fulfil their
language need. Those students need to be
exposed to and interact in real-life
situations using target language, which is
called communicative activities.
According to Richard and Rodgers
(1986), communicative activities
emphasizes on communication and real-
life situation.
Munby (1978), explains that
communicative syllabus gives more
systematic attention to the
communication needs of the learners. It
means that the setting of instruction has
to be planned and the content of the
syllabi are developed based on the
practical constraint of any given situation.
It provides the learners to learn more
efficiently if the learning track is in a
good structure and if it is not, the learners
will not be able to reach their goal in the
scheduled time. Therefore, it is important
to develop a communicative English
syllabus which emphasize on practical
skills which can meet the demand of the
working condition in the tourism industry
especially in hotel field.
In Bengkulu, SMK N 7 is the only
vocational school that has hotel program.
However, that program is relatively new
because it is established since 2014. In
fact, the English subject that has been
taught at SMK N 7 Bengkulu is not
relevant to the context in the hotel. The
English subject is for general English
which means English subject in SMK N 7
Bengkulu are not relevant with the
students major. It means that the current
English syllabus in SMK N 7 Bengkulu
 Journal of English Education and Teaching (JEET)Vol.2.No.1.2018
also provides general English for their
students.
The problems above cause the
language proficiency received by
students will be different with cases that
they will find at work if teacher still use
the materials that out of the context from
their study program. In addition, the
English skills that they got from learning
activities might not include the criteria of
hotel companies who are going to hire
them after they graduate. Therefore,
developing a communicative English
syllabus for students of Hotel Department
is important.
Based on the background above,
there are two problems of English subject
at hotel department of SMK N 7
Bengkulu. First is the English subject that
has been taught at Hotel Department of
SMK N 7 Bengkulu does not meet the
needs of students in learning English.
Second is the current English syllabus at
Hotel Department of SMK N 7 Bengkulu
is not relevant to students’ needs. From
that problems, there are two research
objective of this study first is to find out
the students’ needs of English, second is
to design the model of communicative
English syllabus that relevant to the
needs of students of Hotel Department at
SMK N 7 Bengkulu.
There are two studies that have done
almost similar with this topic.
Setyaningsih (2009) is conducted a study
about the needs of learning English for
pre-flight attendant. Her study focuses on
designing English syllabus based on the
learners needs’. The second research is
by Helida (2015) about model of
authentic English teaching materials for
law faculty students. Her study focuses
on designing English authentic materials
based on English needs of law students.
As a conclusion, the first research focuses
on designing the communicative English
syllabus for pre-flight attendant. On the
other hand, the second research focuses
on designing the authentic English
materials for students of law faculty.
Page 3 of 85
Same with previous study, this study is a
kind of developmental research which
focuses on the needs of learning English.
However, there are few studies that
conducted to designing communicative
English syllabus.
Different from those two mentioned
research, this research investigate the
students needs of English in SMK N 7
Bengkulu in order to design the
communicative English syllabus based on
their needs. It is expected to be guideline
to English teachers in designing lesson
plan through practical activities contained
in the syllabus. It is also expected to give
some input to the curriculum developer
and syllabus designer to design the ESP
syllabus.
METHOD
This study was a developmental research
which was aimed to investigate the needs
of English language learning for students’
hotel study program. Furthermore, based
on the needs, the communicative English
syllabus was designed and tried out.
Following the Sugiyono’s theory, the
researcher designed the communicative
English syllabus. According Sugiyono
(2013), developmental research consists
of some steps as follows:
1. Collecting data (needs analysis)
2. Designing the product
3. Validating the product
4. Revising the product
5. Trying out the product
6. Revising the product
7. Final product
The population of this research
were the students, the English teachers at
Hotel Department of SMK N 7 Bengkulu
and also hotel staff in Nala Sea Side
Hotel. For this research, the sample
consisted of 80 students, 3 English
Teachers, and 12 hotel staff at Nala Sea
Side Hotel Bengkulu.
To collect the data, this study used
questionnaire. The questionnaire was
divided into four kind questionnaires to
find out the needs of English by hotel
 Journal of English Education and Teaching (JEET)Vol.2.No.1.2018
students. The questionnaire for hotel
students focused on students’ needs of
English. Meanwhile, there were two
questionnaires for English teachers; the
first focused on students’ needs of
English based on teachers’ point of view,
the second focused on English teachers’
responses toward the learning activity in
classroom using the syllabus. Then, the
questionnaires for hotel staff focused on
the English skills that frequently used
during work as hotel staff.
The questionnaires were analyzed by
using percentage formula as follow:
f
P = ____ x 100 %
n listening to customers need and want,
P = Percentage of participant
response toward questionnaire
f = frequency of the same answer
n = number of participants
The result of the data which taken from
the questionnaire became the basic steps
for the researcher to go to design the
syllabus. The researcher took some notes
of the important points, put each data to
the right headings then design the
syllabus which suits the data gathered.
RESULTS AND DISCUSSIONS
a. Result of Needs Analysis
The data were taken from need analysis
by using questionnaires that had been
distributed to 100 respondents (students,
English teachers, and hotel staff). The
results of the questionnaires can be seen
in diagrams below:
Page 4 of 85
Diagram 1
The Result of Needs Analysis of Listening Skill
97% 100% Listening to customers' need and
want
Listening to customers’ complaints
Listening to information from
customers
Listening to conversations by phone
96% 83%
There were some hotel staff’s duties
in a part of listening skill that becomes
the needs of English for students of Hotel
Department. The needs of English were
listening to customer’s complaint,
listening to information from customers,
and listening to conversation by
telephone. Based on diagram above,
listening to customers’ need and want
was the first most needed by the hotel
students at SMK N 7 Bengkulu. It
reached percentage of 100% that means
all of respondents chose this skill. Then,
the second most needed was listening to
conversation by telephone, it can be seen
from the diagram that the percentage was
97%. The third most needed reached 96%
which was 76 respondents chose listening
to information from customers. Then, the
last percentage reached 83% that means
67 respondents chose the skill of
listening to customers’ complaint. As a
conclusion, the highest percentage that
reached 100% was listening to customers
need and want. On the other hand, the
lowest percentage that reached 83% was
listening to customers’ complaint.
However, since the percentage of
students’ need of English was above 80%,
all of those needs of English would be
put in the design of communicative
English syllabus.
 Journal of English Education and Teaching (JEET)Vol.2.No.1.2018 Page 5 of 85

Diagram 2 Welcoming and greeting confirming customers’ check-in. Next,

Giving information about
handling customers’ complaint and
hotel facilities and service asking customers’ need and want had the
Offering hotel facilities and same percentage. Both skills reached the
The Result of Needs Analysis service
of Speaking Skill Asking for information from
percentage of 93%. Then, the need of
customers English that had percentage of 92% was
Asking customers' need explaining foods and drinks in the
and want
90% 88% restaurant. Next was making reservation
Making reservation
92% 88%
with the percentage of 91%. Then, there
90% 85% Confirming customer's were four needs of English that reached
check-in
89%
percentage of 90%. They were giving
93% Conducting conversation
over the telephone recommendation about shopping centre
90%
93% Offering assistance to and local sightseeing, giving direction,
customers
taking order the foods and drinks in the
90% 91% Giving recommendation
about shopping center and restaurant and confirming customers
95% 94% local sightseeing
97% Giving direction check-out. Asking for information from
customers had the percentage of 89%.
Handling customers'
complaint Then, two needs of English that reached
Taking order food and drink percentage of 88% were welcoming and
in the restaurant
greeting, and giving information about
Explaining food and drink in
the restaurant hotel facilities and services. Then, the
Confirming customers' lowest percentage of needs of English
check-out
with the percentage of 85% was offering
hotel facilities and services. As a
There were some hotel staff duties in conclusion, it was important to put all of
a part of speaking skill such as; those needs of English as in a model of
welcoming and greeting, giving communicative English syllabus because
information about hotel facilities and the percentages of needs of English were
service, offering hotel facilities and above 80%.
service, asking for information from Diagram 3
customers, asking customers' need and The Result of Needs Analysis of Reading Skill
want, making reservation, confirming
73% 78% Reading guests' identity form
customer's check-in, conducting
conversation over the telephone, offering Reading sign (e.g: caution, wet
floor, smoking area, parking land,
assistance to customers, giving etc.)
Reading menu of the restaurant
recommendation about shopping centre
and local sightseeing, giving direction, Reading E-mail
74%
handling customers' complaint, taking 71%

order food and drink in the restaurant,

explaining food and drink in the There were some hotel staff’s duties
restaurant, confirming customers' check- in a part of reading skills. It becomes the
out. needs of English for students of Hotel
Based on the diagram above, the Department. The diagram above showed
need of English that had the highest that reading guests’ identity form reached
percentage was conducting conversation the percentage of 78%. Then, the second
over the telephone which reached 97%. percentage was reading restaurant menu
Then, the second highest percentage that that reached 74%; the third percentage
reached 95% was offering assistance to was reading E-mail that reached 73%;
customers. Then, the third highest and the last percentage was reading sign
percentage that reached 94% was that reached 71%. As the conclusion, the
 Journal of English Education and Teaching (JEET)Vol.2.No.1.2018
highest percentage of analysis of reading
skill was reading guests’ identity form.
On the other hand, the lower percentage
was reading sign. Due to the averages of
those skills above 70%, the entire needs
of English would be put into the design
of communicative English syllabus.
Diagram 4
The Result of Needs Analysis of Writing Skill
56%
67%
Filling guests' identity
form
Replying E-mail
Filling guests' book
83%
Based on diagram above, there were
some duties of hotel staff in a part of
writing skill such as; filling guest’s
identity form, replying E-mail, and filling
guests’ book. From those needs of
English, replying E-mail was the most
chosen by the respondents. 75
respondents chose this skill which means
the percentage of this skill was 83%.
Then, in second place, it can be seen
from the diagram that 72 respondents
chose filling guest’s book which the
percentage reached 67%. In third place,
66 respondents chose filling identity form
which means its percentage was 56%. As
a conclusion, the needs of English
writing skill with the highest percentage
was replying E-mail. On the other hand,
the lowest percentage was filling identity
form. However, all of those needs of
English would be put into design a
communicative English syllabus because
the percentages of students’ needs of
English were above 75%.
Page 6 of 85
Diagram 5
The Total Percentages from All English Skills
68%
94%
Listening
Speaking
Reading
74%
Writing
91%
The diagram above is the result of
the total percentage from all English
skills. As seen above, listening skill had
percentage of 94%, speaking skill had
percentage of 91%, reading skill had
percentage of 74%, and writing skill had
percentage of 68%. It reveals that
listening and speaking skills were the
most needed for the students of Hotel
Department rather than reading and
writing skill.
b. Result of Designing the Syllabus
After getting the data from the needs
analysis using questionnaire, the
researcher designed a communicative
English syllabus for the first draft (the
result of syllabus for the first draft can be
seen in the Appendix 7). The syllabus
was set for English subject for students of
Hotel Department. It was designed for
one semester which consisted of ten
topics about the hotel context. The type
of syllabus was notional-functional
syllabus which used communicative
approach and some compilation of
language function that were performed
and expressed during the learning and
teaching process. The examples of
language functions were among others
greetings and welcoming customers,
explaining about hotel facilities, handling
customers’ complaint, offering assistance,
inquiring customers’ need and want, and
so on.
The design of the syllabus consisted
of course identity, course description,
course objective, approach, topics,
standard competency, basic competence,
indicators, learning activities, time
 Journal of English Education and Teaching (JEET)Vol.2.No.1.2018 Page 7 of 85

allocation, learning assessment, and Customers customers’ needs

sources. Before designing the first draft
6.2 Offering
of the syllabus, the researcher determined
assistance to
the topics, skills, and indicators based on
customers
the result of questionnaire and library
research. The topics, skills, and indicators 6.3 Handling
were designed as guideline for researcher customer’s
to make the researcher easier to design complaint
the syllabus. The topics, skills, and
indicators can be seen in following table: 7. Dealing 7.1 Making
Table 1. Topics and Indicators with reservation over the
Customers telephone
NO. TOPICS INDICATORS (over the 7.2 Responding to
telephone)
1. Welcoming 1.1 Welcoming and the customers’ call
and greeting the who asking for
Greeting customers hotel with services (cleaning
Customer appropriate and laundry,
language expression ordering meals and
drinks)
2. Making 2.1 Asking
Reservation customer’s personal 8. Sightseeing 8.1 Giving
details and and recommendation
information Shopping about shopping
centre and
2.2 Giving sightseeing
information about
room’s details 8.2 Giving direction
(room’s size, room’s 9.1 Taking order of
rate, etc.) 9. Serving
foods and drinks in
food and
restaurant
3. Introducing 3.1 Recommending beverages
9.2 Explaining
Hotel hotel features and in
restaurant foods and drinks in
Features service to customers restaurant
and Service 3.2 Persuading hotel
10. Checking-3.1 10.1 Confirming
features and service
out customers to check-
to customers
out from the hotel
4. Checking- 4.1 Checking
in The first step of designing the
reservation
syllabus was determining the course
4.2 Confirming identity, the course description, and the
customers room’s course objective. It provided the
reservation information related to the use of the
syllabus. In course identity the researcher
5. Reading 5.1 Reading E-mail filled the title of the course, the students’
and Writing 5.2 grade, and the course semester. Then, in
Writing
E-mail course description, it was explained about
(replaying) E-mail
the aim of the course in communicative
6. Dealing 6.1 Inquiring about English syllabus. It aimed to provide the
with students with practical knowledge of
 Journal of English Education and Teaching (JEET)Vol.2.No.1.2018
communicating with hotel customers
using appropriate language expression.
For course objective, the students were
expected to use appropriate language
expression while communicating and
interacting with hotel customers.
The second step of designing the
syllabus was determining the standard
competency. Standard competency was a
description of the knowledge, skills, and
attitudes that must be mastered after the
students study English as the subject at
SMK. The standard competency for
communicative English syllabus was the
students were able to express meaningful
utterances of interpersonal and
transactional conversation in the hotel
context.
The third step of designing the
syllabus was determining the basic
competence. Basic competence was the
knowledge, skills and attitudes that
students should achieve to show that the
students have mastered the standard
competency. The basic competence
followed the topics that had been
designed before, for example: Students
are able to welcome and greet the hotel
customers using appropriate language
expression. Then, after determining the
basic competence, the researcher
identified the indicator. Indicator was the
marker of students learning achievement
based on the basic competence. For
example, the students are able to give
information about hotel facilities and
services to hotel customers.
The next step in designing the
syllabus was arranging the learning
materials. The learning materials in
syllabus consist of language function,
grammar, language expression, and
vocabulary related to basic competence
and indicator. The researcher gathered
the sources from internet and text book to
arrange the learning materials.
The next step of designing the
syllabus was determining the learning
assessment. In communicative English
syllabus, the learning assessment used
Page 8 of 85
oral assessment through role play and
group discussion. After designing the
learning assessment, the researcher
determined time allocation. Time
allocation in syllabus for each meeting
was 2x45 minutes. It adjusts with time
allocation in SMK N 07 Bengkulu.
Then, the next step was
determining the learning sources. The
Learning sources were the reference
materials used for instructional activities
in the form of print and electronic media.
In communicative English syllabus, the
researcher used the video (electronic
media) relates to activity in the hotel. The
syllabus offered several sources that
could be obtained during learning and
teaching process. The sources were
mostly obtained from the internet as it
provided websites from hotel industry
around the world and some videos that
had been downloaded from
www.youtubevideos.com. These sources
would support the learning materials and
learning activities during the learning and
teaching process in classroom.
c. Result of Trying out the Syllabus
After the second draft of syllabus was
validated by the experts, the syllabus had
been tried out to the students by the
researcher and two English teachers at
SMK N 7 Bengkulu. The researcher and
the English teachers implemented some
of topics in syllabus in classroom as it
was already elaborated in lesson plans
(lesson plan can be seen in Appendix 5).
The topics that had been taught to the
students were “Making Reservation”,
“Check-in”, and “Check-out”.
The first topic was “Making
Reservation”. It had taught to the students
by the researcher on April, 3rd 2017. The
topic was aimed to make the students
were able to deal with hotel guests who
want to reserve a hotel room. The topic
discussed about asking for information to
hotel guests that want to stay at the hotel.
It also discussed about giving information
to the hotel guests about hotel rooms and
 Journal of English Education and Teaching (JEET)Vol.2.No.1.2018
the others hotel facilities. In this topic,
the students were introduced to the
language function of making hotel
room’s reservation and some
vocabularies related to the topic.
Then, the second topic was “Check-
in” that had done by the English teacher
on April, 26th 2017. This topic discussed
about language functions and some
vocabularies related to the topic. It was
aimed to make the students able to
communicate with hotel guest when they
check-in to the hotel. The students
learned how to check rooms that had
been reserved and how to confirm hotel
guests to stay in the hotel.
The third topic was “Check-out” that
had implemented by the English teachers
on Mei 2nd 2017. It was aimed to make
the students able to deal with hotel guests
who want to check-out from the hotel.
The topic discussed about how to confirm
the hotel guests’ check-out. In this topic,
the students were introduced to the
language function of check-out from the
hotel and some vocabularies related to
the topic.
The learning activities in classroom
were used communicative approach.
According to Richards and Rodgers
(2001), communicative activity in
classroom divided into two sections, pre-
communicative activity and
communicative activity. Pre-
communicative activity was done by the
students and English teachers before the
communicative activity. It was focus on
structural activity which means the
students would learn about grammar,
vocabularies, and language expression
toward the target language. Meanwhile,
communicative activity was done after
the students understood about grammar,
vocabularies, and language expression
that had teach by the English teachers in
pre-communicative section. In
communicative section, the students
focused on social interaction which
meant they used four English skills to
reach communicative goal. They forced
Page 9 of 85
to produce language in classroom like in
real hotel situation by using target
language.
There were some steps in pre-
communicative activity. First was
conducting the ice breaking in classroom
to make sure that the students in good
condition before starting the lesson. Then,
the second step was building the students
background knowledge about the topic.
The next step was showing a video
related to the topic. The video was aimed
to give the example for students about
language functions related to the topic.
Then, the researcher showed the
examples of dialogue about the topic.
After pre-communicative activity,
the next step was communicative activity.
In communicative activity, the students
practiced the language as in real life
situation by role play. The students
divided into some groups, on each groups
consist of 4 until 5 students. Then, the
students make a dialogue using language
expression that had been explained. At
the end of the class, the students
practiced the dialogues in front of the
class in group.
DISCUSSION
a. Students needs of English
The researcher had done the data
analysis that its result showed the English
skills needed by the students of Hotel
Department at SMK N 7 Bengkulu.
Those English skills (listening, speaking,
reading, and writing) divided into 26
English sub-skills for hotel working
situation. Those English sub-skills were
used as a basis for developing the
communicative English syllabus for
students of Hotel Department at SMK N
7 Bengkulu.
Based on the diagram 4.1, there
were four English sub-skills of listening
skill. The result of data analysis showed
the average of percentage from those sub-
skills was the highest if compared with
the others skills. It also supported by the
result of data analysis from hotel staff
 Journal of English Education and Teaching (JEET)Vol.2.No.1.2018
that listening skill was the most
frequently used during working at the
hotel. In contras, as it seen in the diagram
4.2, the result of data analysis showed the
average of percentage from speaking sub-
skills was the second most needed by the
students after listening skill. This result
was also supported by the result of data
analysis from hotel staff. It showed that
speaking skill was the most frequently
used during working as staff hotel.
From the diagram 4.3 and 4.4, it
showed the English sub-skills of reading
and writing skills. The result showed that
the average of percentage from reading
sub-skills was the third skills needed
while the average of percentage from
writing sub-skills was the last skills
needed by the students of Hotel
Department.
Based on the result of data analysis
above, the English skills that obtained the
most attention were speaking and
listening skills. It was also supported by
questionnaires from hotel staff that
showed speaking and listening skills were
the frequently used during working in the
hotel. Both skills also play an important
role in handling all kinds of
communication that happen in the hotel.
Speaking skill was needed to give the
hotel customers clearer explanations
about what happen in the hotel.
Meanwhile, listening skill was useful to
avoid miscommunication by giving full
attention while listen to what hotel
customers needs and wants.
However, writing and reading skills
also obtained some attention from the
respondents but not much as listening and
speaking skills. These skills were also
having important role in communicative
activities in classroom. Even though the
communicative classroom emphasize on
communicating which means listening
and speaking skills have the dominant
role in learning activities, but reading and
writing skills were used by the students
while they study about language
expressions and vocabularies. They need
Page 10 of 85
to know how to read the language
expressions and vocabularies and how to
write it down in a correct way. So,
listening, speaking, reading, and writing
skills have important role to reach
communicative goal.
b. Communicative English Syllabus
The communicative English syllabus was
designed based on the result of English
skills and sub-skills that needed by the
students of Hotel Department. Those
English skills and sub-skills were set into
ten topics of learning that used for the
basis in developing the syllabus. The
topics were helpful to determine the basic
competence, indicator, learning materials,
learning activities, and learning source.
Therefore, 26 English sub-skills were set
into ten topics as follows: 1) Greeting
and Welcoming, 2) Making Reservation,
3) Introducing Hotel Facilities, 4)
Checking-In, 5 )Reading and Writing E-
mail, 6) Sightseeing and Shopping, 7)
Dealing with customers, 8) Dealing with
customers over the telephone 9) Serving
Food and Beverage, 10) Checking-Out.
Each topic above concerned with
different language expression and
vocabularies related to hotel context and
small percentage of general English.
From those topics, the students did not
only learn about grammar but they also
implicated the language in real life
situation by doing communicative
activities like role play, group discussion,
as well as ask and answer. This was
intended to familiarize the students with
terms in offering, apologizing, suggesting,
persuading, recommending, asking and
giving information, and so on.
In communicative English syllabus,
the learning activities focused on how
language use for communicative goal. It
forced the students to talk more in
classroom activities. In line with Richard
and Rodgers (2001), communicative
activity emphasizes on communication
and real-life situation. It helped students
to use the language as tool of
 Journal of English Education and Teaching (JEET)Vol.2.No.1.2018
communication on every aspect of
working condition in the hotel. So
students could enhance their language
skill to be more fluent and appropriate
when they interact with hotel customers.
The learning activities in
communicative classroom divided into
two sections based on Richards and
Rodgers’ theory. The first was pre-
communicative activity and the second
was communicative activity. In pre-
communicative, it focused on structural
activity. In this section, the students
learned about grammar, language
expression, and vocabularies. Meanwhile,
communicative activity was done after
the students understood about grammar,
vocabularies, and language expression
that had teach by the English teachers in
pre-communicative section. In
communicative section, the students
focused on social interaction which
meant they used four English skills to
reach communicative goal. They forced
to produce language in classroom like in
real hotel situation by using target
language.
CONCLUSION
The result of needs analysis showed that
the percentage of listening skill reached
94%, speaking skill reached 91%, reading
skill reached 78%, and writing skill
reached 64%. Those percentages reveal
that listening and speaking skills were the
most needed among the students of Hotel
Department. Meanwhile, reading and
writing skills were the least needed
among the students of Hotel Department.
Due to the condition that speaking
and listening skill were the most needed
by the students, the syllabus was
designed based on communicative
approach emphasizing on communication
and real-life situation. The syllabus based
on communicative approach would help
the students use the language as a tool of
communication on every aspect of
working condition in the hotel. So
students could enhance their language
Page 11 of 85
skill to be more fluent and appropriate
when they interact with hotel customers.
The contents of the
communicative English syllabus
concerned with language expression and
vocabulary related to hotel context. The
topics provided in the syllabus were: 1)
Greeting and welcoming customers, 2)
Making reservation, 3) Giving
information about hotel, 4) Checking-in,
6) Dealing with customers, 7) Dealing
with customers over telephone, 8)
Sightseeing and shopping, 9) Serving
food and beverage, 10) Checking-out.
SUGGESTION
Related to the aim of Hotel Department
of SMK N 7 Bengkulu which is to
prepare the students to work in hotel and
tourism industry, the researcher suggests
to ESP course designer to improve the
English syllabus for Hotel Department
especially for SMK N 7 Bengkulu
because the existed English syllabus for
English for Specific Purpose in SMK N 7
Bengkulu was still adapted from the
internet.
Then, the English teachers can use the
syllabus developed by the researcher as
reference to improve their syllabus. It is
also expected that by the time they
develop the syllabus, the contents and
topics of leaning materials can be varied
too. So, the learning output can be
maximized and the students will be ready
to work in hotel industry.
The researcher also have a suggestion
for further researchers who want to
conduct research with the same topic, the
researcher hopes that they use this
research as reference for theirs. It is also
expected that they develop the variables
and objectives of their researches so that
they can provide new findings in the field
of syllabus development.
 Journal of English Education and Teaching (JEET)Vol.2.No.1.2018 Page 12 of 85

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